• Journal of Korean Elementary Science Education
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• v.36 no.2
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• pp.143-154
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• 2017

The purpose of this study is to examine the educational effects of STEAM class by focusing on $21^{st}$ century learner competencies based on burning and extinguishing unit. Two 6th grade classes were divided into experimental group and comparison group to treat the experimental group with elementary science class using STEAM class. General class according to teacher manual was implemented for the comparison group. Elementary science class applying STEAM class was conducted for 9 lessons throughout the experimental period. The result of this study are as follows. Elementary science class with STEAM class had significant effect on 21st century learner competencies compared to traditional instructor-led classroom. Looking specifically, it was a significant difference in the three domains of the seven domains (problem solving, collaboration, flexibility). The study results indicated that STEAM class was effective in improving learners'recognition of 21st century learner competencies.

• The korean journal of orthodontics
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• v.22 no.1
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• pp.109-121
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• 1992

Temporomandibular joint is a major structure to play an important role in the function & stability of the occlusion as well as the stomatognathic system. Therefore, the TMJ is the structure that requires the complete analysis for diagnosing and planning treatment of pathologic changes by TMJ dysfunction and malocclusion. So, in this study, to evaluate TMJ situation in Korean malocclusion, based on the previous accomplishments, students of the dental college of Won-Kwang Univ. are surveyed and selected in terms of Angle's classification of malocclusion, whose TMJ radiographs were taken in the centric occlusion and centric relation. In each maiocclusion groups, the mean and standard deviation of anterior, posterior and superior joint space of the right, left and both side in CO & CR are evaluated and also those of the fossa height and the articular eminence angle of the right, left and both sides are evaluated. The obtained results were as follows: 1. In the correlation coefficient between the malocclusion groups, no other items except the posterior joint space of the right side in CR between in class I and class III are significant. 2. In the correlation coefficient between the right and left side, the each joint space in class I malocclusion group and class II malocclusion group are significant. 3. In the change of each joint space during the transmit from CO to CR, there is a tendency of increasing anterior joint space and decreasing posterior, superior joint spaces in class I, II malocclusion and increasing superior joint space and decreasing anterior, posterior joint space in class III malocclusion, which is significant in the correlation coefficient, but not significant in the T-test. 4. In each malocclusion group, the correlation coefficient between the posterior joint space and the superior joint space in C.R is highly significant. 5. The fossa height of class II malocclusion group is lesser than that of class I or class III, which is not significant in T-test. 6. In the correlation coefficient between Rt. and Lt. side in the fossa height, it is not significant in class I and class III group, but significant in class II malocclusion group. 7. The articular eminence angle of class II malocclusion group is larger then that of class I or class III groups, which is fairly significant. 8. In the correlation coefficient between Rt. and Lt. side in the articular eminence angle, it is significant in each malocclusion group.

• Journal of Korean Elementary Science Education
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• v.21 no.1
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• pp.127-134
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• 2002

Although the reward based on group accomplishment in cooperative learning has a merit to emphasize interdependency, it may have some undesirable side effects such as free rider effect and sucker effect. For the purpose of reducing these side effects, this study examined how the adjustment of the reward structure affected the scholastic achievement, the perception of learning environments, and the attitude toward science class by adding individual reward to group reward. We selected 2 classes of sixth grade in an elementary school, and taught on oxygen and carbon dioxide for 13 class hours in cooperative learning strategies. Group reward was applied to one class, and both group and individual rewards were applied to the other class. Analysis of the results indicated that the achievement scores of the students under the group and individual rewards were significantly higher than those under the group reward. In addition, they had more difficulty in science class and felt less satisfied. The upper level students under the group and individual rewards were also found to exhibit more competition. Educational implications were discussed.

• The korean journal of orthodontics
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• v.27 no.2
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• pp.209-219
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• 1997

This investigation was designed to analyze the degree of dental compensation according to horizontal components of craniofacial skeleton and to investigate correlation between dental compensation and craniofacial pattern in skeletal class III malocclusion. The material selected for this study consisted of standard lateral cephalogram of 59 subjects in normal occlusion group, 91 subjects in mild skeletal class III malocclusion group and 58 subjects in severe skeletal class III malocclusion group. The mild skeletal class III malocclusion group was divided into two groups, one was class III malocclusion without anterior crossbite group and the other was class III malocclusion with anterior crossbite group. The data were analyzed by Quick-ceph image program. The results were as follows. 1. Mild skeletal class III malocclusion without anterior crossbite group showed the most labial inclination of upper incisors, followed by severe skeletal class III malocclusion group and mild skeletal class III malocclusion with anterior crossbite group, the Latter showing the least. The amount of lingual inclination of lower incisors was the largest in severe skeletal class III malocclusion group, and there was no statistically significant difference between mild skeletal claw III malocclusion without anterior crossbite group and mild skeletal class III malocclusion with anterior crossbite group. 2. There were little differences in vertical skeletal structure between mild skeletal class III malocclusion without anterior crossbite group and mild skeletal class III malocclusion with anterior cwssbite group, they showed statistically significant differences in the upper incisors measurements. 3. The measurements of lower incisors in mild skeletal class III malocclusion without anterior crossbite group and upper incisors in mild skeletal class III malocclusion with anterior crossbite group represented a high correlation with skeletal structure. Especially, ∠IMPA and ∠FMIA of lower incisor measurements, and ∠U1-FH ∠U1-SN of upper incisor measurements showed high correlation with skeletal structure in each group. 4. ∠IMPA and ∠FMIA of lower incisor measurements showed high correlation with skeletal structure in all groups. ∠U1-FH, ∠U1-SN and U1-facial plane(mm) of upper incisor measurements represented higher correlation with skeletal structure than any other upper incisor measurements.

• 대한공업교육학회지
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• v.37 no.2
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• pp.147-160
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• 2012

The purpose of this study was to examine the effects on the academic achievement and learning satisfaction according to the presentation method of the multimedia materials for 'transportation technology' units of technology home economics subject. The subjects were assigned in third conditions; Text type explanation class, multimedia class and multimedia video class with narration. The data of six evaluation questions obtained from the survey of 93 high school girl were analyzed using SPSS program. The results of the study were as follows : First, in the learning satisfaction average level(M) of the students' overall responses to the questions, multimedia teaching learning class(experimental group 1) is the first(M=4.14), multimedia video class with narration(experimental group 2) is the second(M=3.16), and instructor-led class(control group) is the third (M=2.63). Therefore, the teaching learning multimedia class(experimental group 1) was most effective. Second, looking at the correlations between the students' responses to the questions, in an interesting class, the students have a retentive memory and comprehension, but a lower concentration can not a retentive memory. Third, multimedia teaching learning class(experimental group 1) has the best degree at the level of academic achievement, but instructor-led class(control group) and multimedia video class with narration(experimental group 2) have similar degree in the second place. To increase academic achievement, an instructor-led class is important to arouse interest and a multimedia video class with narration is required ways to improve level of concentration.

• East Asian mathematical journal
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• v.38 no.5
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• pp.583-591
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• 2022

Let K be an imaginary quadratic field and 𝒪 be an order in K. Let H_𝒪 be the ring class field of 𝒪. Furthermore, for a positive integer N, let K_𝒪,N be the ray class field modulo N𝒪 of 𝒪. When the discriminant of 𝒪 is different from -3 and -4, we construct an extended form class group which is isomorphic to the Galois group Gal(K_𝒪,N/H_𝒪) and describe its Galois action on K_𝒪,N in a concrete way.

• The korean journal of orthodontics
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• v.28 no.2 s.67
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• pp.255-268
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• 1998

This study was investigated to assess the difference of facial height and occlusal plane inclination between normal occlusion group and class II malocclusion group. The subjects consisted of 50 normal occlusion (male 25, female 25) and 50 class II(male 25, female 25) malocclusion patients. All subjects are adult. lateral cephalogram was taken with standard method traced, and digitized for each subjects. The computerized statiscal analysis was carried out with SPSS program. The results were as follows 1. In class II malocclusion group, variables significant different from normal occlusion group were as follows ; SN-FOP, FH-BOP, MP-BOP, AB-BOP, AB-FOP, Facial plane-BOP, FP-FOP 2. In class II malocclusion group, the posterior facial height -especially posterior lower facial height-was significantly smaller than normal occlusion group.(P<0.05) 3. In class II malocclusion group, the angles between occlusal plane and upper and lower incisor, the angle between upper molar and bisected occlusal plane were significantly larger than those of normal occlusion group. (P<0.05) 4. L1 to Mandibular plane (mm) was a unique factor of occlusal plane position that showed significant difference in class II malocclusion group. 5. The correlation between overbite and occlusal plane inclination existed in class II malocclusion group, but the correlation didn't exist in normal occlusion group.

• The korean journal of orthodontics
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• v.32 no.2 s.91
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• pp.117-127
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• 2002

The purpose of this study was to compare the arch width of the hyperdivergent group with that of the neutral group in Class III malocclusion based on the vertical patterns and to compare the arch width of Class III neutral group With that of normal occlusion group based on sagittal patterns. The subjects consisted of 118 pairs of studty casts, divided into three groups , 37 Class III hyperdivergent group(18 males and 19 females, SN-Mn plane angle>39.5$^{\circ}$), 40 Class III neutral group(20 males and 20 females, SN-Mn plane angle : 32 ${\pm}$ 2.5$^{\circ}$) and 41 Class I normal occlusion group(20 males and 21 females). The intercanine, interpremolar, and intermolar width of the maxillary and mandibular study casts were measured, then the ratios of dental width to basal width and mandibular width to maxillary width were obtained. Basal arch width and dental arch width were measured to obtain the pure basal arch relation in transverse plane as ruled out the transverse dental compensation. The results were as follows 1. There were no significant differences in any ratios between Class III hyperdivergent group and Class III neutral group as different vertical pattern. 2. As the ratios of dental arch width to basal arch width between normal occlusion group and Class III neutral group were compared, the maxillary teeth flared buccally to the basal bone, and the mandibular teeth tilted lingually to the basal bone in Class III neutral group. 3. The ratios of mandibular arch width to maxillary arch width in basal arch level were significantly different in all regions. Maxillary basal arch width of Class III neutral group was narrower than that of normal occlusion group. 4. The ratios of mandibular arch width to maxillary arch width in teeth level were not significantly different between normal occlusion group and Class III neutral group. In spite of discrepancies of maxillary and mandibular basal arch width, the dental arch width of Class III malocclusion group compensated very well. At the presurgical orthodontic treatment in clinic, it would not be desirable to decompensate for compensated dental arch width too much, for obtaining an appropriate arch compatibility and good results for orthognathic surgery.

• Journal of Environmental Science International
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• v.20 no.5
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• pp.611-621
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• 2011

This study aims to find out an effect of 3 types of environment worksheets used for 5th elementary graders's environmental class on their environmental perceptions and behavior. 104 of 5th graders in M elementary school in Ulsan Metropolitan City were selected and divided into A group(35), B group(34) and C group(35) for this study, and to A group, a class used worksheet of the photo taken clean, unpolluted environment, and to B group, a class used worksheet of the photo taken polluted environment and to C group, a class used worksheet of only text without photo were carried out. The worksheet used class was conducted 5 times, and then after the classes, the student's change in environmental perceptions and behavior by group was put into verification Below are the study results. First, the worksheets used for the environment class have incurred significant differences in student's environmental perceptions by their types. A. B groups were higher than C group in their post-test environmental perceptions score, a statistically significant differences. Meanwhile, statistically insignificant differences appeared in environmental perceptions score between A and B groups. Second, the type of worksheet used for environment class represented considerable differences in he students' environmental behavior. A group was higher than B. C groups in post test environment behavior score, the difference of which was statistically significant. While statistically insignificant difference represented in environmental behavior between B, C groups. Third, the both types of worksheets of the photo of positive environment and that of negative environment appeared to be effective statistically in changing the elementary students' environmental behavior, while the worksheets of the photo of positive environment appeared to be effective statistically in their environmental behavior.

• Journal of the Korean Society of Physical Medicine
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• v.6 no.4
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• pp.447-454
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• 2011

Purpose : The purpose of this study was to identify the effects of circuit class training on the performance of locomotor tasks in chronic stroke. Methods : The study included 45 patients with chronic stroke randomly divided into experimetal group and control group. Both groups participated in exercise classes three times a week for 8weeks. The experimental group had 10 workstation of circuit class designed to improve walking. The control group practiced fitness exercises by equipment in health center. Walking performance was assessed by measuring walking speed(timed 10-meter walk and TUG), GAITRite analysis and peak vertical ground reaction force through the affected foot during walking. Results : The experimental group demonstrated significant improvement(p<.05) compared with the control group in 10-meter walking and vertical ground reaction force after training. The experimental group showed significant improvements in the walking velocity and cadence by GAITRite system(p<.05). Conclusion : Task- oriented circuit class training leads to improvements in locomotor function in chronic stroke. Further studies are necessary to occur in usual environments to improve walking performance.